3. The step of survey guide students to be familiar with the text. It is stated that familiar material is always easier and more enjoyable to comprehend Wood,
1996:169. 4. Question as the second step of SQ3R helps students concentrate and think
about the material Wood, 1996:169. 5. Recitation as the fourth step of SQ3R helps students transfer new material in
the long-term memory Wood, 1996:169.
2.7 The Disadvantages of SQ3R Technique
One of the disadvantages in using SQ3R technique is about the effectiveness of the time. Bos and Vaughn 2012:242 state that one of the major
difficulties associated with the SQ3R technique is the complexity of the process, particularly for students experiencing reading problem. It infers that SQ3R
technique provides many steps therefore it needs much time and gives complex process. Furthermore, the level of the students’ reading ability is different.
To anticipate this problem occurs, the researcher should manage the time effectively during the implementation of the action. Besides, the researcher should
give clear instruction of each step in order to avoid misunderstanding among the students. Moreover, there must be a distinct rule for the students who disturb the
teaching learning process, so that they can be more discipline in the class. In summary, arranging the time well, giving clear instruction and implementing a
distinct rule should be done to prevent the occurrence of the obstacles while applying SQ3R technique in the process of reading teaching and learning.
2.8 The Action Hypotheses
Based on the review of related theory above, the action hypotheses of this research are as follows:
1. The use of SQ3R technique in reading comprehension teaching learning process can enhance the students’ active participation of VIII C grade at SMP
Negeri 1 Jelbuk, Jember.
2. The use of SQ3R technique in reading comprehension teaching learning process can enhance the students’ reading comprehension achievement of VIII
C grade at SMP Negeri 1 Jelbuk, Jember.
CHAPTER III. RESEARCH METHODS
This chapter discusses about the methods applied in this research. It includes
research design, area determination method, research subject determination method, operational definitions of the term, data collection method,
research procedure, observation and evaluation of the action, data analysis method and reflection of the action. Each issue is presented in the following section
respectively.
3.1 Research Design
The purpose of this research was to enhance VIII C grade students’ active participation and their reading comprehension achievement. Therefore, a
classroom action research was chosen as a research design in this research. According to McMillan 1992:12, action research is a specific type of applied
research with the purpose to solve a specific problem or to make decision at a single local site. In addition, Elliot 1991:69 states that an action research is the
study of a social situation, with a view to improve the quality of the action. Therefore, a classroom action research is an appropriate research design to be
used in order to solve problems happened in the classroom. This classroom action research was conducted collaboratively with the
English teacher who taught VIII C grade at SMP Negeri 1 Jelbuk, Jember. Moreover, this research design was applied with cycle model. The collaboration
was focused on four activities, including: planning of the action, implementation of the action, observation, data analysis and reflection of the action.
The design of the research is presented in the following diagram:
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